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Welcome!

Welcome!. EUROPEAN VALUES EDUCATION - EVE. Me, we and the other Europeans Fontys University of Applied Sciences Tilburg/NL. Who we are. Students of Fontys University of Applied Sciences. Insert: name of students and photos. What is it about?.

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Welcome!

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  1. Welcome! EUROPEAN VALUES EDUCATION - EVE Me, we and the other Europeans Fontys University of Applied Sciences Tilburg/NL

  2. Who we are • Students of Fontys University of Applied Sciences Insert: name of students and photos

  3. What is it about? • 3 lessons as a part of the exchange between Cambreur • College/NL, Gymnasium Lünen-Altlünen/D and • Gymnázium Kolín/CZ • exploring our personal, national and European identity • in a nutshell

  4. What is the context? • 1970ies: initiative from the universities of Tilburg & Leuven  exploring the values of Europeans by asking questions about their opinions, attitudes, convictions about topics such as: • Europe, politics, religion, society, family, work, etc. • Random samples: 1500 respondents of 18 years or older • Identical (translated) questionnaires – 37 languages (CEPS/INSTEAD )

  5. What is the context? • 1981: EC countries + • 1990: EU + Eastern Europe + • 1999/2000: EU + Eastern Europe + • 2008-10 4th wave! = 47 countries

  6. How will it be organized? • 3 lessons with discussions about: • Upbringing, to explore our personal values • Love and Relationship, to explore personal and cultural differences • Controversial Issues, to discuss a possible European dimension

  7. What is identity? Why do we need identity?

  8. Concept of identity & culture How do we learn culture or values? By Geert Hofstede (2005)

  9. Diamond ranking: upbringing

  10. Diamond ranking: upbringing values • What struck you when you discussed your diamond about upbringing? • Where did you discover diffrences and where similarities in your group? • How could you explain these differences and similarities? • Do upbringing values change? • How could you explain differences and similarities between different countries (averages)?

  11. Theory: upbringing values • “hard work”, “obedience” and “religious faith” more traditional upbringing values (e.g. demanded by (religious) authorities, or necessary to survive) • “ tolerance”, “imagination”, “independance”  more post-modern upbringing values (e.g. necessary to survive in an individualising world in high income countries)

  12. Checking the theory Do you see a correlation between the following maps?

  13. Checking the theory Do you see a correlation between the following maps?

  14. Checking the theory Do you see a correlation between the following maps?

  15. Checking the theory Do you see a correlation between the following maps?

  16. Checking the theory Do you see a correlation between the following maps?

  17. Lesson outcome • We learn (some) values from our upbringing. • (Upbringing) Values differ between persons, groups, cultures and countries. (Diversity) • There are several factors which have an influence on the diversity of values, like income, being religious, age etc. • (Upbringing) Values are changing. • Theories can (only) partly explain diversity between people of different countries.

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